Ludlow Independent School District ARP ESSER Plan - July 2021
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Ludlow Independent School District ARP ESSER Plan July 2021
During the 2020-2021 school year, the Ludlow Independent School District adhered with the recommendation of the Governor of Kentucky, Kentucky Department of Education, and Centers for Disease Control for temperature checks, social distancing, mitigation strategies, and masking of all students and staff. To manage this for the school year, the Ludlow Independent School District used a hybrid schedule for in-person instruction with half the students attending in the morning and the other half of students attending in the afternoon. All students were also given a virtual option in lieu of in-person instruction, if preferred by families. During the time of high community spread, the district moved to fully virtual for all students during the first four weeks of school and for seven weeks in the middle of the school year. Starting March 14th, all students were given the option to return to all-day, in-person instruction. The vast majority of students in both schools returned to all-day, in-person instruction by the 4th quarter. With the truncated time for in-person instruction during the first three quarters of the school year, focus for the elementary school was on reading and math during in-person instruction part of the day, science and social studies were completed at home utilizing Google Classroom. Middle school and high school students attended in-person instruction of half of classes on alternating days. Due to this abbreviated schedule and half of the instructional time taking place outside of school, student achievement data indicated that a majority of students had less than adequate growth in all academic areas by the end of the 2020-2021 year. Most students did progress throughout the school year academically, but most did not meet their yearly growth goals. Moving forward from this past school year, the district was able to offer all-day instruction for the final 40 days of school. Summer school and 21st Century programs were offered to approximately 20% of enrolled students following the final day of school and throughout the month of June 2021. These summer programs ranged from three hours to six
hours a day; and from 15 to 20 days of instruction, based on the students’ needs. In preparation for the 2021-2022 school year, plans are in place to address student academic and emotional needs to assist students back into regular routines and achieving academic goals. As a part of the planning process for the upcoming year, district and school administration met with teacher leaders from each of the schools to identify the concerns from those who work with students on an on-going basis. Additionally, an on-line survey was shared with all parents, students, staff, and community members to solicit input for improvements and utilizing ESSER funds for this upcoming year and in the years to come. Results of the survey were collected and shared with district administration and board of education to help drive discussion and decision-making for planning. Input ranged from academic, social-emotional, special needs services, to facility upgrades. Feedback for academic recovery included additional interventionists, academic programming, professional development for staff, additional instructional times and days, along with events for family engagement. Feedback in regards to social-emotional needs of students included additional counseling services with both school- based and outside agencies. With this feedback, school administration, staff, and the Ludlow Board of Education developed this plan to address many of the concerns and ideas put forth by stakeholders. This plan includes items that address academic and social-emotional needs of the students in the district. Items included are additional personnel, additional instructional time, additional mental health counselors, and a process to oversee the additional programming and personnel.
Part I: The extent to which and how funds will be used to implement prevention and mitigation strategies consistent with the Centers for Disease Control and Prevention guidance on reopening schools? Prior to the 2020-2021 school year, an evaluation of facilities was conducted to create an environment of social distancing and other mitigation strategies. The results of this evaluation led to purchasing of furniture, supplies, and personnel to create a safe environment for those who chose in-person instruction. Technology was also purchased for both students and staff to provide for a robust virtual learning environment. Purchase Description Chromebooks were purchased Prior Chromebooks inventory had reached the end of their for each student enrolled useful life expectancy. With this purchase, each student was within the school district provided a new devise, regardless of their financial situation. New student desks were purchased to provide for six feet New student desks separation for all students during in-person instruction throughout the school day. Previous tables did not allow for six feet of separation of students With students unable to share a water fountain, bottle fill Bottle fill station stations were purchase in place of current water fountains so all students could bring and fill their own water bottles during the school day. To provide for quick temperature checks for all students and staff, temperature check equipment was purchased for each Temperature check equipment entrance of the school. This provided a way for all people entering the schools to be checked for fever and recorded for contact tracing. With the new responsibilities for Covid protocols, contact tracing, parent communication, and communication with the Community Liaison position local health department, the district created a position to handle only these responsibilities during the 2020-2021 school year. Hand sanitizer dispensers were installed in each classroom for frequent use. Fogging machines were purchased to disinfect Additional cleaning supplies rooms between in-person instruction sessions. Additional disinfectants, paper towels, and gloves were purchased for each classroom in the district. Personal Protective Masks, dividers, partitions, gloves, and visors were purchased Equipment to reduce the spread of Covid
Part II: How the local education agency (LEA) will use funds to address the academic impact of lost instructional time through the implementation of evidence-based interventions. With the loss of in-person instruction during the 2020-2021 school year, many students did not meet their yearly progress in the academic areas. Planning for academic recovery began in the spring of 2021 to develop plans to address student needs beginning in March 2021, when students returned to all-day in-person instruction. Additional teachers were hired for the 4th quarter of school to reduce class sizes to provide social distancing and to provide for small group instruction. As the school year was finishing up, all students were assessed in reading and math utilizing MAP to determine their academic progress for the school year. Fifty-two elementary students and 62 middle school/high school students were identified to attend summer school for the month of June to provide additional academic support and for credit recovery for students that did not pass courses. Our 21st Century grant programs of SHINE and SOAR provided summertime enrichment for 40 elementary students and 32 middle school students. Planning for the 2021-2022 school year will utilize funds to provide for additional personnel for interventions, additional programming, and additional instructional time to address student needs. Funding will also be utilized for addressing social-emotional needs of students as they return for the school year. Purchase Description Program Citation for Evidence-Based Practice On-line reading Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, program for Lexia T., and Torgesen, J. (2008). Improving adolescent literacy: Lexia Reading grades Effective classroom and intervention practices: A Practice Program Kindergarten Guide (NCEE #2008-4027). Washington, DC: National through 6th Center for Education Evaluation and Regional Assistance, grade for all Institute of Education Sciences, U.S. Department of students for 20 Education. minutes a day to https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_08 address deficits 2608.pdf in individual reading skills for Lexia: WWC results indicate an improvement index of 11 each student for alphabetics and 11 for comprehension
Accelerated Accelerated Black, P., & William, D. (1998). Inside the black box: Raising Readers is a Reader standards through classroom assessment. Phi Delta Kappan, Accelerated program that 92, 81 -90. Reader assesses student http://weaeducation.typepad.co.uk/files/blackbox-1.pdf comprehension of books that are O’Connor, John (2009) Turning Average Instruction Into read in and out Great Instruction. Rowman & Littlefield Education. of school O’Connor, John (2016) Great Instruction, Great Achievement for Students with Disabilities. Accelerated Readers: WWC results indicate an improvement index of 2 for adolescent literacy comprehension. Primary Literacy Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., Interventionist and Torgesen, J. (2008). Improving adolescent literacy: will assess Effective classroom and intervention practices: A Practice students in Guide (NCEE #2008-4027). Washington, DC: National Center grades for Education Evaluation and Regional Assistance, Institute Kindergarten to of Education Sciences, U.S. Department of Education. 3rd grade for https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_ Primary needs in the 082608.pdf Literacy areas of reading Interventionist and writing. and Assessments Intervention will include HWT: The American Journal of Occupational Therapy study Programs universal Handwriting in 2015, results indicate students using HWT scored screeners in Without significantly higher than the control group of Kindergarten MAP, STAR, Tears printing. and Curriculum- based measures. Orton-Gillingham: pioneered the multisensory approach to Students that fall Orton- teaching reading, which is a common part of effective literacy below the 25th Gillingham programs. This means that instructors use sight, hearing, percentile will touch, and movement to help students connect language with receive tiered letters and words. Orton–Gillingham is widely used to teach interventions for students with dyslexia. the identified area(s). SPIRE is an intensive reading intervention program SPIRE incorporating the latest reading research regarding how dyslexic students learn to read. SPIRE is based on the Orton-Gillingham approach. According to the Florida Center for Reading Research: Strengths of Sounds Sensible and S.P.I.R.E, scope and sequence is evident and each lesson provides multiple practice opportunities of previously learned skills to attain mastery. According to the Florida Center for Reading Research: In Saxon sum, Saxon Phonics and Spelling is founded on research Phonics principles that have been shown repeatedly to be effective in the development of young readers. Although there is indication from a number of informal evaluations that Saxon Phonics and Spelling may be an effective program in teaching early reading skills, studies with more complete information and higher research standards (e.g., use of appropriate control groups) are needed to confirm this efficacy.
The Math Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Achievement Star, J. R., & Witzel, B. (2009). Assisting students struggling Fund Grant with mathematics: Response to Intervention (RtI) for provide a large elementary and middle schools (NCEE 2009-4060). portion of funds Washington, DC: National Center for Education Evaluation for a Primary and Regional Assistance, Institute of Education Sciences, Math U.S. Department of Education. Interventionist, https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg Primary Math with ESSER _042109.pdf Interventionist funds providing and the remaining O’Connor, John (2009) Turning Average Instruction Into Intervention funds for salary Great Instruction. Rowman & Littlefield Education. Program and professional development. The Primary Math Interventionist will assess Add+Vantag AVMR: Math Recovery® students made an average gain of students in e MR 2.22 grade levels of growth in one school year while students grades (AVMR) is from the other intervention made an average of 1.56 years Kindergarten to Math growth. Furthermore, when looking at the percentage of 3rd grade for Recovery students who reached grade level expectations by the end of needs in the program the year for the entire sample, 70% of the Math Recovery® areas of math. provided as students achieved grade level expectations whereas only 29% Assessments Tier III math of the students from the other intervention achieved grade will include intervention level expectations even though they had initially scored universal for students higher at pretest than the Math Recovery® intervention screeners in in the participants (Ludwig, Jordan, Maltbie, & Marks, 2007) MAP, STAR, primary and Curriculum- grade based measures (CBM). Students that fall below the 25th percentile will receive tiered interventions for the identified area(s). The Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., Intermediate and Torgesen, J. (2008). Improving adolescent literacy: Grades Effective classroom and intervention practices: A Practice Interventionist Guide (NCEE #2008-4027). Washington, DC: National Center will provide for Education Evaluation and Regional Assistance, Institute reading, writing, of Education Sciences, U.S. Department of Education. and math https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_ intervention to 082608.pdf Intermediate students that fall Grades below the 25th Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Interventionist percentile based and on MAP and Star, J. R., & Witzel, B. (2009). Assisting students struggling Intervention STAR. with mathematics: Response to Intervention (RtI) for Programs Identified elementary and middle schools (NCEE 2009-4060). students in Washington, DC: National Center for Education Evaluation grades 4th-6th and Regional Assistance, Institute of Education Sciences, U.S. will receive Department of Education.
intervention in https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_ math utilizing pg_042109.pdf Do the Math and Math 180. Identified Do the Math Do the Math: Four efficacy studies in Florida, New York, students in Georgia, and California indicate significant improvement for reading will students that participated with Do the Math. receive interventions utilizing System System Read 180: WWC results indicate an improvement index of 6 44 and Read 44/Read 180 for comprehension, 4 for literacy achievement, and 4 for 180. These reading fluency. interventions will take place during the Math 180 A study conducted by JEM&R found that Math 180 results school day, showed that use of the MATH 180 Digital Access Solution outside of the was associated with significant improvements in core instruction mathematical performance, p < .01. On average, students time for using the solution improved by 159.1 Quantile measures. identified This level of growth exceeded the average performance students typically seen in this cohort. The Middle Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., Grades and Torgesen, J. (2008). Improving adolescent literacy: Interventionist Effective classroom and intervention practices: A Practice will provide Guide (NCEE #2008-4027). Washington, DC: National Center reading, writing, for Education Evaluation and Regional Assistance, Institute and math of Education Sciences, U.S. Department of Education. intervention to https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_ students that fall 082608.pdf below the 25th Middle Grades percentile based Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Interventionist on MAP and STAR. Star, J. R., & Witzel, B. (2009). Assisting students struggling Identified with mathematics: Response to Intervention (RtI) for students in elementary and middle schools (NCEE 2009-4060). grades 7th and Washington, DC: National Center for Education Evaluation 8th will receive and Regional Assistance, Institute of Education Sciences, U.S. intervention in Department of Education. math utilizing https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_ Math 180. pg_042109.pdf Identified students in reading will receive Read 180 Read 180: WWC results indicate an improvement index of 6 intervention for comprehension, 4 for literacy achievement, and 4 for utilizing Read reading fluency. 180. These interventions will take place Math 180 A study conducted by JEM&R found that Math 180 results during the showed that use of the MATH 180 Digital Access Solution school day, was associated with significant improvements in during the mathematical performance, p < .01. On average, students students’ using the solution improved by 159.1 Quantile measures. elective classes This level of growth exceeded the average performance typically seen in this cohort.
Prior to the Measures of Black, P., & William, D. (1998). Inside the black box: Parent beginning of the Academic Raising standards through classroom assessment. Phi Delta Communication 2021-2022 Progress Kappan, 92, 81 -90. Advocates (50 school year, all (MAP) http://weaeducation.typepad.co.uk/files/blackbox-1.pdf stipends) students will attend a day of orientation/instr Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. uction to receive Star A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., classroom and Assessments Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & academic Wissel, S. (2016). Foundational skills to support reading for expectations for understanding in kindergarten through 3rd grade (NCEE the school year 2016-4008). Washington, DC: National Center for Education from their Curriculum- Evaluation and Regional Assistance (NCEE), Institute of teacher, along Based Education Sciences, U.S. Department of Education. with being Measures https://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_foun assessed (CBM) utilizing MAP, d_reading_summary_051517.pdf STAR, and CBM. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, Teachers will P. D., Schatschneider, C., & Torgesen, J. (2010). Improving then host parent- reading comprehension in kindergarten through 3rd grade: A teacher practice guide (NCEE 2010-4038). Washington, DC: National conferences with Center for Education Evaluation and Regional Assistance, all parents to Institute of Education Sciences, U.S. Department of reviews Education. assessment https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/readingco results, mp_pg_092810.pdf expectations, and instructional O’Connor, John (2009) Turning Average Instruction Into programming Great Instruction. Rowman & Littlefield Education. for the school year. Before O’Connor, John (2016) Great Instruction, Great the first day of Achievement for Students with Disabilities. school, all students will have been assessed, placed into tiered interventions (if needed), and all information communicated to parents. Part III: How the LEA will spend the remainder of its funds The LEA will utilize the remainder of the funds to provide academic support and social- emotional support for students and families over the course of the next three year. Programs and services listed in section two will continue for the next three years to address academic recovery due to the pandemic. Additional funds from ESSER will be used to provide social-emotional
assessments and therapy to students. Students will be assess using the Terrace Metrics programs to identify areas of concern in the area of their social-emotional well-being. Results will be analyzed by the guidance counselors and staff from each school. Concerns identified will be discussed and communicated to parents. Funding will create multiple layers of support for students, including counseling service from school guidance counselors, along with mental health therapy from certified therapist on-campus. Funding will also support appropriate mitigation strategies to stop the spread of the Covid virus, including cleaning supplies and facility adjustments for social distancing and disinfecting. Part IV: How the LEA will ensure that interventions address the academic impact of lost instructional time and respond to the academic, social emotional and mental health needs of all students. As a part of the ESSER funds, a Director of Teaching and Learning was hired to coordinate and assess the effectiveness of all academic recovery. The Director of Teaching and Learning will analyze assessment data of all students within the district, develop professional developing planning for instruction, create intervention programming for students performing below grade-level, and coordinate additional services to support students and staff. All students will be universally screened using MAP and Star assessments, three times a year in reading and math to determine academic performance as compared to grade level standards. Students in the primary grades will also be assessed using MAP and Star but will also be assessed using Curriculum-Based Measures (CBM) in both reading and math for individual skills. Students performing below the 25th percentile will be identified for tiered intervention in literacy and math. Students that receive interventions will be progress monitored weekly to assess progress.
Every eight weeks, progress data will be reviewed by the Advisory Team to develop the next step for each identified students, such as advancing to a more intensive intervention. Interventions provided are all research-based and will be instructed with fidelity, as supervised by the Director of Teaching and Learning. Director of Student Support Services will over the social-emotional assessments and the providing of care for students. Assessment data from Terrace Metrics will be used to identify students in social-emotional need. Guidance counselors will review data and develop individual plans for students in need. Layers of interventions will be provided to all students, including therapy provided by a certified mental health therapist. Director of Student Support Services will also organize parent events, parent communication, and supervise the assessment and standard of counseling services for the district. Mental Health Trauma Courtney Wiest-Stevenson Creating trauma informed and trauma Wellness & Informed & Cindy Lee (2016) sensitive schools will continue to be an Social Schools Trauma-Informed Schools, area of focus for Ludlow Independent Emotional Journal of Evidence- School District. The district will utilize Learning Informed Social Work, 13:5, Trauma Teams at the district and 498-503, DOI: building level to build capacity to 10.1080/23761407.2016.11 effectively and efficiently respond to 66855 student trauma within the district. Members of the Trauma Teams will Longhi, D. (2015). Higher continue to be paid a stipend in order to resilience and school build capacity in all schools with the performance among goals of: students with disproportionately high a.) Understanding trauma, types of adverse childhood trauma and traumatic stress experiences (ACEs) at b.) Trauma and the brain Lincoln High, in Walla c.) Trauma Teams roles and Walla, Washington, 2009 to responsibilities (data tracking) 2013. Olympia, WA: d.) What is a Trauma Sensitive School Participatory Research e.) Handle with Care: Responding to Consulting, LLC. Trauma Exposed Students https://www.pacesconnectio n.com/fileSendAction/fcTyp e/0/fcOid/46630710327977 0868/filePointer/466307103 281285022/fodoid/4663071 03281285018/LH%20report %20final%20%281%29.pdf
Missouri Department of Funding may provide additional staffing Health. (2019). The for school counselors who will Missouri Model: A participate in the trauma team, track developmental framework school level data, create and manage the for trauma informed school referral pathway, and make best approaches. MO Dept. of practice recommendations for trauma Mental Health and Partners. interventions. https://dmh.mo.gov/media/p df/missouri-model- ARP funds may be used to purchase a developmental-framework- series of professional books for trauma-informed- employees in order to participate in approaches books studies around trauma sensitive schools and self-care. Stipends may be used to encourage teacher and Pynoos, R. S, Fairbank, J. paraprofessional participation as well as A., Steinberg, A. M., fund trauma teams to facilitate on-going Amaya-Jackson, L., Gerrity, book studies during the school year and E., Mount, M. L., & Maze, during breaks. J. (2008). The National Child Traumatic Stress Network: Collaborating to improve the standard of care. Professional Psychology: Research and Practice, 39(4), 389–395. https://doi.org/10.1037/a001 2551 Substance abuse and mental health services administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration. https://ncsacw.samhsa.gov/u serfiles/files/SAMHSA_Tra uma.pdf Trauma Sensitive Schools Training Package. (2021). National Center on Safe and Supportive Learning Environments. https://safesupportivelearnin g.ed.gov/trauma-sensitive- schools-training-package
Mental Substance abuse and mental The district plans to utilize funds to hire Health health services additional mental health therapists to Therapists administration. (2014). work at the school and district level to SAMHSA’s Concept of support and provide direct therapy Trauma and Guidance for a services to students and staff. Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration. https://ncsacw.samhsa.gov/u serfiles/files/SAMHSA_Tra uma.pdf Trauma Sensitive Schools Training Package. (2021). National Center on Safe and Supportive Learning Environments. https://pg.casel.org/review- programs/ Conclusion The Ludlow Independent School District has created this plan to address the needs of all students, in both academic and social-emotional, in conjunction with stakeholders of each of our schools. Input from teachers, parents, support personnel, and students were solicited in identifying needs and planning for recovery. Utilization of ESSER funds will provide the personnel and programming the district feels is necessary to address the identified areas that were impacted by Covid and the loss of instructional time starting in March 2020. The Ludlow Independent School District recognizes the importance of stakeholder feedback and input as students, teachers, administrators, families, community agencies, and local businesses begin to recover from the COVID-19 pandemic. Prior to Ludlow Independent School District creating a recovery plan, stakeholder feedback was solicited in multiple ways. Stakeholder surveys were sent via email to the following groups with 53 responses. Groups
included: students enrolled, parents/guardians of all students, parents/students of students with disabilities, and business/community members. In addition to the surveys, most current district needs assessment used for budgeting and the most current CDIP was revisited by administration and the Board of Education. Members involved in the needs assessment and CDIP development included: SBDM, administration, District Facility Planning Committee, teacher leadership group consisting of six teachers, Kentucky Education Association building representatives, local business members, parents, students, Board of Education members. Currently, we do not have a formal civil rights organization we are working with on an on-going basis. The school district has created a plan that addresses all areas of concern and is considered the best course of action to address loss and for recovery. If during the implementation of the plan adjustments need to be made, stakeholders will be asked to assist in re-adjusting and implementing changes to best serve students and the community. With implementation and fidelity, the district hopes to recover all lost instruction due to Covid and to assist in adjusting the student population back into routines of school.
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